1. Participant Introductions & Workshop Objectives
IL into the Curriculum Workshop Day 1 Session 1
Points in bold indicate things you should tell the audience. You can express them in your own words.
Points in this script are facilitation instruction - for example, they might indicate how to run a group discussion or brainstorming session.
In advance, prepare flipchart sheet on which you have written your learning objectives. Cover with sheet of paper
(3 mins)
• Welcome participants to the workshop and introduce yourself

2. This Session’s Objectives
Allow everyone to meet
Give people an ‘early’ opportunity to talk
Model an ice-breaker
Set expectations – pilot workshop
Encourage co-construction / participation
(2 mins)
• Briefly outline the objectives of this first session

3. Please could you tell us:
Your name
Your organisation and job
One challenge you have experienced (or anticipate) in developing your IL curriculum
(20 mins)
Leave plenty of time for introductions. We have supplied an example of the type of questions you could ask here but you could alter these if you have more suitable alternatives. For instance, you could ask participants to share their name, organisation, job details and one personal thing about them that we would never be able to guess.
In addition, in your summary:
• Ask the participants to guess the number of minutes you should get participants talking in workshop. (see next slide)

4. Question
‘Ideally’, when you should you get participants talking in a workshop? Within the first…
3 mins
7 mins
10 mins
15 mins
• Research has shown that ideally you should get participants talking within the first 3 minutes of a workshop. This time limit is critical as it sets the right expectation for participation from the group. Any longer than 3 minutes and you risk setting the wrong expectation so try to get people talking within this time!

5. responding to need rosipaw
• Welcome everyone to the workshop and highlight that we all have a body of knowledge and experience that we can bring to the
training experience.
• Show the slide.
rosipaw
responding to need

6. Inner potential
The aim of the course is to help us co-construct knowledge and unearth our inner potential as trainers.
Tompagenet, flikr

7. Learn
(3 mins)
• As trainers we may have been used to structuring and managing our training delivery. We are going to learn about how to incorporate the learner-centred approach to teaching and learning in our curriculums. The programme may introduce concepts that take us out of our comfort zones. You may feel panic. To illustrate this point I am going to show you how uncomfortable this training might feel BUT remember, you are in a supportive environment and we are here to help you through this process.
• Ask the participants to fold their arms. Tell them to look down at their arms and if their right arm is over their left then they are said to be conservative. If their left arm is over their right arm then this means they are viewed as sexy (or an alternative / appropriate attribute). Now direct the participants to swap the arm that is currently underneath and place it on top. Invite them to tell you how it feels.
Does it feel uncomfortable? Most will respond that it feels un-natural. Tell them they may feel like this through-out the course but emphasise that we, as
trainers, will be there to support them.

8. Introduction to workshop
Slide 8-9 (5 mins)
Welcome everyone again to the workshop
Show slide and introduce the objectives for this part of the session

9. Session Objectives To introduce format of training
To understand participants’ aims
Clarify what will and won’t be covered
To formulate ground rules
To deal with any housekeeping issues

10. Workshop Objectives (30 mins) Preparation before the workshop:
Before the workshop commences, the instructor should write the workshop objectives onto a flipchart paper. Cover the flip chart with a blank sheet before the workshop commences so that participants can’t see the predefined objectives. You can also fold the flipchart in half using masking tape or another reusable adhesive (such as blu-tack) to hold the folded paper in place.
Look at the pre-workshop questionnaire responses, what types of comments have individuals made about their reasons for attending the course? Write these down on post-it notes using a colour system to highlight those reasons that map onto the objectives (green), those that are close to the objectives (yellow) and those that are outside scope (red).
When you are finished post the green post-it notes next to the workshop objectives on the flip-chart paper. You may need to use some tape to keep these in place.
The yellow post-it notes can be placed closed to the green – but be prepared to explain why they are not a perfect match with the predefined objective!
The red post-it notes should be placed at the bottom of the flipchart – away from the overall objectives. Also, prepare in advance reasons for not matching these statements to the predefined objectives. This is a very useful exercise to demonstrate how you use the pre-workshop responses to contextualise the course to match to participant needs. Take a special note of the yellow statements (i.e. those that are close to the workshop objectives) – can these objectives be included into the workshop programme?
Defining the objectives
The objectives will be established using a participatory process.
Ask participants to write their personal objectives on post it notes. One objective or aim should be written on one post-it / sticky note. This is important so remember to stress this point before asking participants to define their objectives for attending the course. Invite them to write up to three reasons for attending the course (on three separate post-it notes).
Once the participants have done this invite everyone to come and look at the objectives on the wall. Reveal the formal objectives (i.e. those on slide 11) and read each objective out clearly. Highlight the responses from the pre-workshop surveys. Explain that you will come back to the reason for capturing these comments in on red, yellow and green post-it notes in a moment.
Now ask participants to quietly paste their post-it notes next to the workshop objective that matches their reason for attending the course. Tell participants they can also post their responses on top of the red, yellow or green post-its if there is a direct match.
Usually, participant objectives will map onto the majority of the workshop objectives – however, occasionally some participants will identify areas that do not map onto the workshop objectives (these should either map onto the red post-it notes or be placed in a blank space).
The instructor needs to make a decision about whether objectives that are currently beyond the scope of the workshop can be incorporated into the programme (if appropriate and time permits). In some cases, it would be more advisable for a participant to attend another course instead. For instance, some participants may be interested in learning about how to improve their training delivery. In this case, the instructor should tell participants that INASP have a Pedagogy of trainers course and this course covers approaches to deliver training using learner-centred / participatory methods. If participants state they would like help planning to roll out a IL programme then advise participants that they should attend the IL strategy course instead.
At the end ask if anyone has any post-it notes left over. If so, ask them to read them out and decide does it fit into the existing aims? Can it be added as an additional aim? Or do we need to accept now that this aim will not be covered?
Remember:
If the objective is outside the scope of the workshop it is important to let the participant know why it falls outside scope. It might be a case of attending a different workshop but most importantly do not leave the participant feeling that their needs will not be met on the workshop.

11. Workshop Objectives
By the end of the workshop, participants will have:
considered Information Literacy concepts, standards and practices
explored the institutional context and their stakeholders
begun to develop an Information Literacy curriculum, and defined an action plan for taking this forward
defined a process for engaging internal / external stakeholders, and developed an advocacy action plan
reflected on different learning & assessment approaches; explored how to use technology in their teaching
Only show slide 11 if you would like to reinforce the exercise and stress what will be and won’t be covered in the workshop

12. Workshop Expectations
Within 6 months of the workshop, participants will:
Develop an information literacy curriculum outline… or review an existing one
Develop an advocacy action plan, with steps to raise awareness of your IL programme and garner support
Complete another appropriate, equivalent task as agreed in final session
Good training and capacity building practice shows that training and professional development doesn’t just occur within the 3-4 days of the workshop. Follow on is essential to ensure participants are able to put skills, knowledge and ideas into practice and so that ‘skills learnt’ become results achieved and training makes a tangible, and timely contribution to improved services to users, institutions and the consortium.
In the final session, participants, in discussion with the facilitator will agree a practical activity, which will be developed into an action plan which can be shared (with other participants, facilitator and consortium) within 6 months of the end of the workshop. This should be something useful, practical and achievable.
The proposed post-workshop tasks build on activities, tools and approaches explored during the next 4 days
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13. Overview of Programme Registration 2.0 Morning Reflection
Day One
Day Two
Day Three
Day Four
Registration
2.0 Morning Reflection
3.0 Morning Reflection
4.0 Morning Reflection (Activity)
9.00 – 9.45
1.1 Workshop Objectives & Course assignment (45 mins)
2.1 Institutional readiness: stakeholder mapping (45 mins)
3.1 Components & Activities in IL curricula (45 mins)
4.0 Morning Reflection (15 mins)
1.2 Information Literacy Concepts (45 mins)
2.2 Institutional readiness: stakeholder mapping (45 mins)
3.2 Components & Activities in IL curricula (45 mins)
4.1 Communications & Advocacy (1 hour)
Break (30 mins)
1.3 Information Literacy Concepts (30 mins)
2.3 Understanding M&E
(30 mins)
3.3 Planning a training session (30 mins)
4.2 Course Assignment (45 mins)
11.30-
12.30
1.4 IL models, standards and frameworks (1 hour)
2.4 Understanding M&E
(1 hour)
3.4 Planning a training session (1 hour)
4.3 Course Assignment (45 mins)
Break – 1.30 (1 hour)
1.30-
2.00
1.5 IL models, standards and frameworks (30 mins)
2.5 Developing an IL Curriculum (30 mins)
3.5 Communications & Advocacy (30 mins)
4.4 Course Assignment (30 mins)
1.6 Institutional readiness: Context analysis (1 hour)
2.6 Developing an IL Curriculum (1 hour)
3.6 Communications & Advocacy (1 hour)
4.5 Course Presentations (1 hour)
Break (15 mins)
3.15-
4.00
1.7 Institutional readiness: Context analysis (45 mins)
2.7 Developing an IL Curriculum (45 mins)
3.7 Technology to assist training (1 hour)
4.6 Next Steps / Final Wrap up
1.8 Evening Reflection
2.8 Evening Reflection
3.8 Evening Reflection
Close / Summative Assessment
Review the course programme, highlight that each evening the participants will be given time to reflect on the lessons learned through-out the day and capture their observations through a learning journal. There are two tasks in the workshop: the first is a course assignment (to create a sample curriculum) and the other is to create an communications / advocacy plan. The participants will be asked to share their work with the group through presentations. Although, Day 2 looks longer – the day will end at 5pm for everyone.

14. Workshop Outcomes By the end of the workshop, participants will have:
considered Information Literacy concepts, standards and practices
explored the institutional context and their stakeholders
begun to develop an Information Literacy curriculum, and defined an action plan for taking this forward
defined a process for engaging internal / external stakeholders, and developed an advocacy action plan
reflected on different learning & assessment approaches; explored how to use technology in their teaching
(3 mins)
Instructor goes over the overall workshop objectives – the key here is that these evidently follow from the itinerary.
Instructor briefly makes these links explicit.

15. Rules Joe gratz, Flickr (3 mins)
This is the next participatory activity of this session:
instructor asks participants to agree a set of rules they would like to abide by to ensure the workshop runs smoothly.
The rationale behind this approach is that participants have formulated the rules (rather than the instructor and thus emphasising that we’re not using a ‘top down’ approach) and therefore are more likely to feel a sense of ownership to them.
Also, go over house rules - remember to point out where the restrooms are and the fire evacuation procedure
Joe gratz, Flickr

16. Course materials developed by Siobhan Duvigneau
Information Literacy manager, IDS
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23/09/2018